Realism in Dynamic, Static-Sequential, and Static-Simultaneous Visualizations during Knowledge Acquisition on Locomotion Patterns
Year: 2009
Type: article
Abstract: In the current study the level of realism in visualizations and the role of diverse presentation formats of dynamic and different static visualizations in a complex, dynamic domain (locomotion pattern classification) were investigated. In a two-by-three design with the two independent factors realism (realistic, schematic) and presentation format (dynamic, static-sequential, static-simultaneous) one hundred-andtwenty university students were randomly assigned to six conditions. Learners had to learn how to classify fish according to their locomotion pattern. Learning outcomes were measured by two pictorial tests, assessing recognition and transfer performance. Data analyses showed an advantage of the dynamic conditions over the sequential conditions in both recognition and transfer performance. Simultaneous visualizations did not lead to different learning outcomes than either dynamic or sequential visualizations. Moreover, there was no main effect for realism or an interaction of realism with presentation format. Implications for the design of instructional materials are discussed.
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Leibniz-Gemeinschaft
OpenAlex ID: W41931842